WRITING+
FCAT 2008
GRADE 8
EXPOSITORY
ANCHOR SET
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State of Florida
Department of State
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 1-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 1-B
Score Point: 1
This response minimally addresses the topic by naming the skateboard as the favored form
of transportation. There is no organizational pattern or development of support in this brief
response. Few errors occur, and most commonly used words are spelled correctly.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 2-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 2-B
Score Point: 1
In this response, the student attempts to focus on the topic of the bus as a favorite form of
transportation: “My faborite transportation is the bus . . . This have misic. There is mys friends.
Tha is so fun.” Succeeding paragraphs refer to these three ideas as the student attempts to
develop support, but the writing is limited by word choice and errors in sentence structure: “In
my bus have a new person. She put the music very slow but the kids put the music so alto.” Most
words are spelled correctly, but gross errors occur in basic conventions of mechanics and usage,
and parts of the response are incoherent.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 3-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 3-B
Score Point: 1
This response only minimally addresses the topic: “I ugley ride my bike or a moped. But most of
the time Im in a car.” The student explains limitations of a car: “Im to yong to drive. But my dad
or my frind drives.” Little development of support or organization is apparent, but the student
gives two reasons for liking a car: “it gets you places faster” and “it gets you where you got to
go.” Most basic conventions of mechanics and usage are followed, but some commonly used
words are misspelled in this brief response.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 4-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 4-B
Score Point: 2
The writing relates to the topic: “My favorite way of transportation is skateboarding. Because it’s
easy to get around.” Development of support in this brief response is inadequate, but the student
does extend the idea by listing places “other transportation objects can’t go. Like at the skate
park, a ordinary park, in your house, in a bilt-in-gound pool, high way, side walk, naber hood and
on school campuse.” The student narrows this list by specifying “the safe place” as the skate park
and sidewalk. The student attempts to organize by including opening and concluding statements,
but the paper lacks a sense of completeness. Word choice is limited, and there is little variation in
sentence structure. Many words are spelled incorrectly.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 5-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 5-B
Score Point: 2
This response relates to the topic of a favorite form of transportation by naming three: “a car,
a bus, and also motorcycles.” Support is inadequate with some repeated ideas, and the student
cites only basic reasons for these choices: “Cars because if you need to get far all you got to do
is pay for gas”; “Pay 50 cents to ride the bus. Get off and go where you got to go”; “motorcycles.
Pay for gas. It ride pretty fast.” There is an attempt to organize as the student equates “my 3
reasons” with three modes of transportation. Errors occur in sentence structure and in the basic
conventions of mechanics and usage.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 6-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 6-B
Score Point: 2
This response focuses on the topic of a favorite form of transportation by selecting “A motor
socter . . . Because you Don’t Have to Have A lisense to Drive It . . . is Fun, you can Drive it
Every were you need to go. And It go Fast.” An attempt at organization is made by including a
beginning, middle, and end, but development of support is inadequate. In an attempt to explain
why a motor scooter is “fun,” the student lists several ideas but also includes some extraneous
ones such as “A motor Hold gas . . .” The student compares gas mileage of a scooter to that of a
car but does not develop this idea. Most words are spelled correctly, but errors occur in sentence
structure and in the basic conventions of usage and mechanics.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 7-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 7-B
Score Point: 3
This response focuses on shopping carts as a favorite form of transportation, “because they go
really fast and are always bumpy so it makes it more fun.” The student attempts to organize the
response around two main ideas, listing ways to have fun: “hang on to a car . . . get pushed by
someone . . . do wheelies,” and “have other people on it . . . maybe make money by being a taxi
. . . make it you own little go cart.” Overall the development is erratic with support only briefly
extended. There is little variation in sentence structure, but word choice is adequate. Knowledge
of the conventions of mechanics and usage is usually demonstrated, and commonly used words
are spelled correctly.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 8-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 8-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 8-C
Score Point: 3
The writing focuses on the topic of “car pooling with my friends” as a favorite form of
transportation and is organized around three reasons for this choice: “I can talk with my friends,
I can jam to music all, I want and I can stop when I need to.” Despite opening and closing
statements, the response lacks a sense of wholeness. Development of support is erratic with
only brief extensions of the ideas. Word choice is adequate: “Like school, boys, and other
girly things” and “jamming to music.” There is little variation in sentence structure, but most
commonly used words are spelled correctly. Although some errors occur, knowledge of the
conventions of mechanics and usage is usually demonstrated.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 9-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 9-B
Score Point: 3
This response focuses on the selection of a skateboard as the favorite form of transportation
and includes several reasons: “fun to ride . . . good exersize . . . can do tricks.” Although an
organizational plan has been attempted, the response lacks a logical progression of ideas. The
student points out a negative aspect: “skateboards don’t have radios,” then briefly discusses the
idea of skateboarding as a “competive sport” and mentions “I love riding my skateboard with
my friends” before returning to a negative factor, “you can get hurt.” Development of support
is erratic. There is some variation in sentence structure, and the response generally follows the
conventions of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 10-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 10-B
Score Point: 4
The response is focused on the selection of a car as a favorite form of transportation and is
organized around three reasons: “you can fix them up, there are different kinds and you can
race them to make money.” The paper exhibits a sense of wholeness. Support is adequate, but
development is uneven, with the first reason having the best development: “many ways to fix up
a car . . . bigger engines . . . and performance peices to give you more horsepower.” Support is
further enhanced by an example: “Think of it, siting at a traffic light and someone pulls up beside
you and revs their engine.” Word choice is specific: “navigation,” “hands-free communication,”
“acceleration and catch the shifts perfectally.” There is some variation in sentence structure, and
all sentences are complete. The paper generally follows the conventions of mechanics, usage,
and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 11-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 11-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 11-C
Score Point: 4
The writing focuses on the car as the favorite form of transportation, because “it helps me get to
places I want to go, I feel comfortable, and I get to see new things.” The paper exhibits a sense of
wholeness and an organizational pattern is apparent, as the student explains each of these reasons
and concludes with the idea of the car as “a very handy way of getting around.” Development
of support is adequate and contains some specificity: “go to the arcade at the mall,” “feel like
I’m the only one on the road,” “almost feels like your in your own bed,” “Georgia,” and “New
York City.” There is some variation in sentence structure, and the paper generally follows the
conventions of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 12-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 12-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 12-C
Score Point: 4
The response focuses on a bus as a favorite form of transportation and is organized around the
reasons for this selection: “You can meet new people . . . would be less air pollution . . . not
that expensive.” Organization and a sense of wholeness are enhanced by excellent transitions:
“You will not only meet new people, you will be saving the enviornment . . . That is why you
should take a bus. If more people took buses . . .” Development of support is adequate, as is
word choice: “ozone layer from depleating completly,” “the beauty of it all” and “let the bus
driver drive for you.” Sentences are complete with some variation in structure. Conventions of
mechanics, usage, and spelling are generally followed.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 13-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 13-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 13-C
Score Point: 5
The writer focuses on a bike as a favorite form of transportation and opens with a scenario of
the student rushing to school on a bike. The response is organized around three reasons for
selecting this mode of transportation: “if you are running late you can take shortcuts, you are not
prohibited to one direct path, and riding a bike gives you so much more than just transportation.”
Development of support is ample as the student cites specific examples for each reason: “Just
imagine, you are late to your best friends party”; “Think back . . . you come across a path that
leads directly to a pond”; and “Imagine riding down the sidewalk.” The response conveys a
sense of wholeness and exhibits a mature command of language: “patches of wildflowers,” “your
favorite spots,” and “multiple outcomes.” The writing includes varied sentence structure, and the
conventions of mechanics, usage, and spelling are followed.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 14-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 14-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 14-C
Score Point: 5
The writing focuses on the bike as a mode of transportation that enhances both speed and health:
“I like to get where I’m going to fast . . . Sometimes I walk to look at the trees and surrounding
area . . . I usually ride my bike.” The organizational pattern provides for a progression of the
related ideas of speed, karate and health: “I favor speed . . . Since my leg muscles get stronger,
I am able to move faster . . . If I have better lungs, I can ride my bike longer . . . will get even
faster . . . My favorite attribute, speed.” Overall, the support is ample, especially for the example
of karate: “Your in a Karate class excersising. You have to do about 45 push-ups and sit-ups . . .
everyone else starts . . . Not fast enough.” The writing demonstrates a mature command of
language: “mild asthma” and “physical prowess.” Sentence structure is varied, and the paper
generally follows the conventions of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 15-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 15-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 15-C
Score Point: 5
This writing focuses on the positive use of a bike for transportation and discusses three reasons:
“great exersise . . . gives you time to ponder and question ideas and theorys . . . one of the few
forms of transportation that kids and young teens can operate.” The writer uses dialogue to
introduce the problem: “Mom, can you please drive me to [Meghan’s] house?” The response
to this dialogue logically progresses to the conclusion: “When I arrived at my destination,
[Meghan’s] house, I began to tell her all the cool things about a bike.” Development of support
is ample, and word choice is mature and precise: “emphatically pleaded . . . feel rejuvinated . . .
the freedom to be yourself and get away from all the drama in your life,” and “don’t have the
limitations you do in a car.” Sentence structure is varied, and the paper generally follows the
conventions of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 16-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 16-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 16-C
Score Point: 6
The writing focuses on an airplane as a favorite form of transportation and develops substantial
support by describing three reasons: “the funny sensation you feel during take off . . . how
fast airplanes get you to where you want to go . . . the good service you recieve from the flight
attendants.” The writing conveys a sense of wholeness, as ideas progress logically with relevant
and specific support: “the tickling sensation you feel in your stomach . . . When my brothers and
I go on an airplane, during take off we are always laughing . . . it feels so funny . . . you are
not used to moving so fast and accelerating so quickly.” The writing demonstrates a mature
command of language: “an airplane is so quick that it gets me there just in time” and “pleasant
conversations.” The paper demonstrates an involvement with the subject and clarity in
presentation of ideas. Few convention errors occur in mechanics, usage, and punctuation.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 17-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 17-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 17-C
Score Point: 6
This response focuses on the student’s preference of a car as a favorite form of transportation.
“I love to travel and have been to many places, and I feel that a car is the best way of doing
so.” The response reflects insight into the writing situation. Ideas progress logically: “When I
travel in a car . . . Traveling in a car is also very peaceful . . . But most importantly, cars contain
your memories.” Support is substantially developed: “For example, my most vivid memories
are of the time I traveled from Szeged, Hungary to Paris, France by a car.” The response has a
sense of wholeness and demonstrates a mature command of language: “a special bond between
me and my family . . . perfect time to talk . . . facing the dangers of missing the next stop,” and
“connect the whole family.” Sentence structure is varied, and the paper follows the conventions
of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 18-A
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 18-B
© Florida Department of Education FCAT 2008
FCAT 2008 Grade 8 Writing+ Expository ANCHOR Set
Anchor Paper 18-C
Score Point: 6
This response is focused on the topic of the school bus being a favorite form of transportation.
The writing is purposeful and reflects insight into the writing situation. The student begins by
establishing the importance of the school bus as a center for social activity and as a convenience:
“Right now I am grounded, which means no TV, no socializing on computer or hanging out with
friends.” The organizational pattern provides a logical progression of ideas, and the support is
substantial and illustrative as the student compares his own situation with others’: “around 95.
And Just the other day, poor [Bill] was suspended off the bus for being disruptive . . . coming to
school all sweaty” and “My friend [Troy] has to wait in the crowded line and watch out for his
moms car . . . wait for 20 minutes, hungry, hot and desparate . . . [I know] exactly where my bus
is . . . My bus is like a party everyday.” The writing demonstrates a mature command of language
with precise word choice: “normal day of summer,” “humidity,” “sheltered from the intense
heat,” and “the best service the public schools have provided.” Sentence structure is varied, and
the paper generally follows the conventions of mechanics, usage, and spelling.
© Florida Department of Education FCAT 2008